welcome
GRADUATE NURSES CAN
THEORIZE BUT NOT
CATHETERIZE
DIFFERENT MODELS OF
COLLABORATION BETWEEN NURSING
EDUCATION AND SERVICE
DEFINITION
Collaboration is the most formal interorganizational
relationship involving shared authority and responsibility for
planning , implementation, and evaluation of a joint effort .
( Hors, 1986)
Collaboration is an intricate concepts with multiple attribute, identified
by several nurse authors include planning, making decision, solving
problems, setting goals , assuming responsibility , working together
cooperatively, communicating and coordinating openly.
(Baggs and Smith, 1988)
Collaboration is a mutually beneficial and well defined
relationship entered into by two or more organizations
to achieve common goal.
( mattessich,) )Murray and Monsey)
MODELS OF COLLABORATION
BETWEEN EDUCATION AND
SERVICE
1. Clinical School Of Nursing Model (1995)
2. Dedicated Education Unit Clinical Teaching Model (1999)
3.Research Joint Appointments (Clinical Chair) (2000)
4. Practice-research Model (Prm) (2001)
5. Collaborative Clinical Education Epworth Deakin (Cceed)
Model (2003)
6. The Collaborative Learning Unit (British Columbia) Model,
2005
7. The Collaborative Approach To Nursing Care (Can- Care)
Model (2006)
8. The Bridge To Practice Model (2008)11
9. Collaboration Of Nursing Education And Service In India
1. CLINICAL SCHOOL OF NURSING MODEL (1995)
• This was the concept of visionary nurses from both La Trobe
and The Alfred Clinical School of Nursing University
2. DEDICATED EDUCATION UNIT CLINICAL TEACHING
MODEL (1999)
In this model a partnership of nurse executives, staff nurses
and faculty transformed patient care units into environments of
support for nursing students and staff nurses while continuing
the critical work of providing quality care to acutely ill adults.
Key Features of the DEU are
• Uses existing resources
• Supports the professional development of nurses
• Allows for the clinical education of increased numbers of
students
• Exclusive use of the clinical unit by School of Nursing
• Use of staff nurses who want to teach as clinical instructors
• Preparation of clinical instructors for their teaching role
through collaborative staff and faculty development activities
• Commitment by all to collaborate to build an optimal
learning environment.
RESEARCH JOINT APPOINTMENTS (CLINICAL CHAIR)
(2000)
• A Joint Appointment has been defined by Lantz et al.
(1994), as “a formalised agreement between two
institutions where an individual holds a position in
each institution and carries out specific and defined
responsibilities”.
• The goal of this approach is to use the implementation
of research findings as a basis for improving critical
thinking and clinical decision-making of nurses
• . In this arrangement the researcher is a faculty member at the
educational institution
• . A formal agreement exists within the two organisations
regarding specific responsibilities and the percentage of time
allocated between each. Salary and benefits are shared
between the two organisations.
• Outcomes identified by Donnelly, Warfel and Wolfe (1994)
for the educational institution are that it becomes more in
touch with the real world and more readily able to identify
research questions (and the subsequent study), that have the
potential to make a difference to quality of consumer care
delivery.
4. PRACTICE-RESEARCH MODEL
(PRM) (2001)
• It is an innovative collaborative partnership agreement
between Fremantle Hospital and Health Service and Curtin
University of Technology in Perth, Western Australia
• The key concepts exemplified in the application of the model
include practice-driven research development, collegial
partnership, collaborative ownership and best practice.
• . The key elements underlying the process of collaboration
and development of the PRM IS Collaborative partnership
• This model encouraged a close working
relationship between registered nurses and
academics, and has also facilitated strong
links at the health service with the Nursing
Research and Evaluation Unit, medical staff
and other allied health professionals
PRACTICE
RESEARCH THEORY
AIMS
• → To encourage nursing staff to reflect on current nursing
practice in order to develop meaningful research proposals
• → To teach staff the research process via research
experience;
• → To enable nursing staff to have a key role in the
professional development of other staff via the dissemination
of research and quality improvement findings; and
• → To plan and implement changes to practice based on
research evidence.
Establishment of a Nurse Research Consultant (NRC) position
• In the PRM, the role of the Nurse Research Consultant
(NRC) was articulated as that of mentor and consultant
on issues related to research, methodology
publications and dissemination.
5) COLLABORATIVE CLINICAL EDUCATION EPWORTH
DEAKIN (CCEED) MODEL (2003)
• In an effort to improve the quality of new graduate
transition, Epworth Hospital and Deakin University
ran a collaborative project (2003)
• It developed to facilitate clinical learning, promote
clinical scholarship and build nurse workforce
capability.
• This model provided a framework for the first initiative, a
CCEED undergraduate program that nested the clinical
component of Deakin University's undergraduate nursing
curriculum within Epworth Hospital's health service
environment
• The CCEED undergraduate program sees undergraduate
nursing students attending lectures at Deakin University in
the traditional manner but completing all tutorials, clinical
learning laboratories and clinical placements at Epworth
Hospital throughout their three year course.
Key findings of the 2005 pilot CCEED
program were
• 1. Students’ learning objectives were met and satisfaction was high.
• 2. Undergraduate clinical education was valued by preceptors and
managers as a workforce investment strategy
• 3. Preceptors were enriched in their clinician role as a result of their
participation in the program and reflection on the process.
• 4. Preceptor continuity promoted a trusting relationship that enabled
preceptors to confidently encourage student initiative.
• 5. Preceptors managed multiple roles in order to meet demands of
patient care and student learning.
6. THE COLLABORATIVE LEARNING UNIT (BRITISH
COLUMBIA) MODEL, 2005
• The Collaborative Learning Unit model was based on
the ‘Dedicated Education Units’ concept developed,
successfully implemented, and researched in Australia.
• In this model, nursing faculty, clinical nurses and
students work collaboratively to enhance learning
opportunities as well as develop the professional
knowledge base of nursing
• All nursing staff members on the
Collaborative Learning Unit are involved in
this model and, therefore, not only do the
students gain a wide variety of knowledge
but the unit also has the ability to provide
practice experiences for a larger number of
students
.
7. THE COLLABORATIVE APPROACH TO NURSING
CARE (CAN- CARE) MODEL (2006)12
• The CAN-Care model emerged as academic and
practice leaders acknowledged the need to work
together to promote the education, recruitment and
retention of nurses at all stages of their career.
• The idea of a partnership model proposed by Christine
E. Lynn College of Nursing, Florida Atlantic
University.
• Care model is the relationship between the nurse
learner (student) and nurse expert (unit-based
nurse), within the context of each nursing student
as learner and unit-based nurse as expert
• Unit nurse expert was chosen to recognize the
gifts they bring to the profession and share with
the nurse learner. The nurse learners and nurse
meeting the needs of the assigned patient
population as well as to reflect art and science of
nursing practice
• Through this model the student comes to know
the organizational context of nursing practice, the
multifaceted role of professional nurses, and
assumes responsibility for coming to know the
meaning of nursing in each unique situation.
8) THE BRIDGE TO PRACTICE
MODEL (2008)11
• The Bridge to Practice model proposed by Catholic
University of America, school of Nursing (2008),
• first students complete all of their clinical experiences
in one participating hospital
• Second , one full-time teaching faculty serves as a
liaison for each bridge hospital. This faculty member
is given a space, usually in the nursing education
department, and is then available to serve as a resource
for not only the clinical associates but also for the
hospital nursing staff.
• Third, students are actively involved in selecting
their clinical placements. students complete
medical-surgical clinical nursing education at the
same facility. Students must apply for clinical
placement in the hospital of their choice via a
clinical application form. Clinical placement
decisions are based on academic performance
and maturational level.
• Participating students undergo 415 hours of
clinical experiences
• Thus The Bridge to Practice Model provides
undergraduate nursing students with
continuity in medical-surgical education
through placement in the same hospital for
all medical-surgical clinical rotations.
9) COLLABORATION OF NURSING EDUCATION AND
SERVICE IN INDIA
1) DUAL ROLE MODEL IN NIMHANS
• Following the amalgamation of 1974 resulting in
NIMHANS, the faculty of the nursing department took
up the dual responsibility of providing clinical services
as well as conducting teaching programs
• Integration of education with service raised the quality
of patient care and also improved the quality of
learning experiences for nursing students, under the
close supervision of teachers who were also
practitioners.
2) INTEGRATIVE SERVICE-EDUCATION APPROACH
IN CMC VELLORE COLLEGE OF NURSING
where nurse educators are
practicing in the wards or
directly involving in the
delivery of nursing
services.
ADVANTAGES OF COLLABORATION
• Practical and theoretical knowledge
improved
• Improved patient outcome
• Reduced length of stay
• Cost savings
• Increased nursing job satisfaction
• Improved teamwork
BIBLIOGRAPHY
• Sodhi J K. comprehensive text book of nursing
education. New delhi; Jaypee brother publications.2017
• Basheer PS, Khan YS. A concise textbook of nursing
education. India: Emmess Medical Publishers; 2012.
• Brar N K. textbook of advance nursing practice. New
Delhi. Jaypee brother publications. 2015
• Sudha R. nursing education principles and concepts,
edition 1st , (2013) , jay pee brothers medical publishers
pvt ltd , New Delhi.
